TEACHING & EDUCATION

What is the behavioral learning theory?

Every teacher knows that they will usually have a student in class who is difficult to manage
and work with. Their behavior is usually hard to control and it can be extra work to get them
to pay attention and stop distracting others. If you’re studying to become a teacher, your
courses will help you learn classroom management techniques that will prepare you for
difficult students. Additionally, it’s extremely valuable to learn about learning theories and
recognize that there are different methods and thoughts about how people learn.
Behaviorism or the behavioral learning theory is a popular concept that focuses on how
students learn. Behaviorism focuses on the idea that all behaviors are learned through
interaction with the environment. This learning theory states that behaviors are learned from
the environment, and says that innate or inherited factors have very little influence on
behavior.
A common example of behaviorism is positive reinforcement. A student gets a small treat if
they get 100% on their spelling test. In the future, students work hard and study for their test
in order to get the reward.
Behaviorism is key for educators because it impacts how students react and behave in the
classroom, and suggests that teachers can directly influence how their students behave. It
also helps teachers understand that a student’s home environment and lifestyle can be
impacting their behavior, helping them see it objectively and work to assist with
improvement.
History of behaviorism.
Behaviorism started as a reaction against introspective psychology in the 19th century, which
relied heavily on first-person accounts. J.B. Watson and B.F. Skinner rejected introspective
methods as being subjective and unquantifiable. These psychologists wanted to focus on
observable, quantifiable events and behaviors. They said that science should take into
account only observable indicators. They helped bring psychology into higher relevance by
showing that it could be accurately measured and understood, and it wasn’t just based off
opinions.
Watson and Skinner believed that if they were given a group of infants, the way they were
raised and the environment they put them in would be the ultimate determining factor for
how they acted, not their parents or their genetics.
Pavlov’s Dogs is a popular behaviorism experiment. A group of dogs would hear a bell ring
and then they would be given food. After enough time, when the bell would ring the dogs
would salivate, expecting the food before they even saw it. This is exactly what behaviorism
argues—that the things we experience and our environment are the drivers of how we act.
The stimulus-response sequence is a key element of understanding behaviorism. A stimulus
is given, for example a bell rings, and the response is what happens next, a dog salivates or a
pellet of food is given. Behavioral learning theory argues that even complex actions can be
broken down into the stimulus-response.

Behaviorism learning theory.

In the classroom, the behavioral learning theory is key in understanding how to motivate and
help students. Information is transferred from teachers to learners from a response to the
right stimulus. Students are a passive participant in behavioral learning—teachers are giving
them the information as an element of stimulus-response. Teachers use behaviorism to show
students how they should react and respond to certain stimuli. This needs to be done in a
repetitive way, to regularly remind students what behavior a teacher is looking for.
Positive reinforcement is key in the behavioral learning theory. Without positive
reinforcement, students will quickly abandon their responses because they don’t appear to
be working. For example, if students are supposed to get a sticker every time they get an A
on a test, and then teachers stop giving that positive reinforcement, less students may get A’s
on their tests, because the behavior isn’t connected to a reward for them.
Repetition and positive reinforcement go hand-in-hand with the behavioral learning theory.
Teachers often work to strike the right balance of repeating the situation and having the
positive reinforcement come to show students why they should continue that behavior.
Motivation plays an important role in behavioral learning. Positive and negative
reinforcement can be motivators for students. For example, a student who receives praise for
a good test score is much more likely to learn the answers effectively than a student who
receives no praise for a good test score. The student who receives no praise is experiencing
negative reinforcement—their brain tells them that though they got a good grade, it didn’t
really matter, so the material of the test becomes unimportant to them. Conversely students
who receive positive reinforcement see a direct correlation to continuing excellence,
completely based on that response to a positive stimulus.

Behaviorism and social learning theory.

The behavioral learning theory and the social learning theory stem from similar ideas. The
social learning theory agrees with the behavioral learning theory about outside influences on
behavior. However, the social learning theory goes a step further and suggests that internal
psychological processes are also an influence on behavior. Students or individuals may see
 things being done, but the social learning theory says that internal thoughts impact what
behavior response comes out.
Behaviorism doesn’t study or feature internal thought processes as an element of actions.
Social learning argues that behavior is much more complicated than the simple stimulus and
response of behaviorism. It suggests that students learn through observation, and then they
consciously decide to imitate behavior. There are underlying emotions like peer pressure and
a desire to fit in that impact behavior.

Behaviorist teaching strategies.

Teachers can implement behavioral learning strategy techniques in their classroom in many
ways, including:
• Drills. Teachers may practice skills using drill patterns to help students see the repetition and
reinforcement that behavioral learning theory uses.
• Question and answer. Teachers can use a question as a stimulus and answer as a response,
gradually getting harder with questions to help students.
• Guided practice. Teachers can be directly involved in helping students go through problems
to give them the reinforcement and behavior demonstration you want them to follow.
• Regular review. Reviews are important to behavioral learning theory. Going back over
material and giving positive reinforcement will help students retain information much better.
• Positive reinforcement. Behaviorist classrooms utilize positive reinforcement regularly. This
can be in the form of verbal reinforcement and praise, reward systems, added privileges, and
more.

Behaviorism criticisms.
While behaviorism is a great option for many teachers, there are some criticisms of this
theory. Behaviorism is best for certain learning outcomes, like foreign languages and math,
but aren’t as effective for analytical and comprehensive learning.
Other critics of behavioral learning say that the theory doesn’t encompass enough of human
learning and behavior, and that it’s not fully developed. Other theories have come forward
that take behaviorism further, implying that there are many additional factors to consider
when evaluating behavior.
Cognitivism
Cognitivism is a theory of learning that focuses on processes of the mind. Cognitivist
learning states that the way we learn is determined by the way our mind takes in, stores,
processes, and then accesses information. When we learn new things, our brains are able to
transfer the information we have learned and apply the information to new situations or
problems. This is the main goal of most learning theories. Cognitivism, also known
as cognitive learning theory, helps in developing better programs for learners because it uses
research that focuses on the brain and mental processes for acquiring and using new
information. Developing a strong knowledge of cognitivism can help anyone who is
attempting to teach new information or concepts to others. Even when a student is trying to
learn something new, there is usually some sort of prior knowledge that they can use to
anchor that new information and connect the new knowledge to it. That is the basis of
cognitivism. The mind is basically an internal processor that uses our internally stored
information and connects it to external factors in order to create new learning. Because
learning involves activating pre-existing knowledge and gathering information from previous
experiences to make sense of our world, cognitivists believe that their theory is the primary
foundation for explaining how we learn things. Cognitivism is viewed as the mainstream for
all research and foundations of learning design.

What Happens When We Learn?

The mind is like a computer. When it comes to learning, cognitivist theory focuses on the
process of learning and acquiring new information. Cognitivism is the theory that focuses on
how we receive, organize, store, and recall information in our minds. One of the main
contributors of cognitivism was Jean Piaget. Piaget identified stages of cognition that all
children pass through universally based on their age and stage of mental development. The
predictable stages of cognition that Piaget identified were sensorimotor, pre-operational,
concrete operational, and formal operational. Piaget stated that "Teaching means creating
situations where structures can be discovered." Real learning depends on our ability to access
information from our long-term memory when we need it.
When we learn something new, the process that occurs in our minds begins with the
activation of prior knowledge. The prior knowledge that is already in our minds can serve as
a hook to grab on to the new information and form a connection to it. If we have a schema,
or a familiar structure to compare it to, then the knowledge can flow through the pathways
of our brains and connect. The schema is the framework that learners use to understand new
information that they are receiving. In the case that a student is learning information that
opposes something they already believed to be true, they must accommodate and work to
unlearn that previous concept, and then replace it with the correct concept by making a new
connection. At first, the information we are exposed to goes into our short-term memory. If
the learning is made meaningful to us or if we are able to successfully connect it to something
we know, it is more likely that we will be able to store the new information into our long-term
memory. Our brains already have knowledge pathways, and when we acquire and build new
knowledge, the pathways become stronger.

Cognitive Learning Strategies

Educators and learners alike can use different strategies to offer a richer learning experience,
where hopefully the new knowledge that is acquired can be stored away into long-term
memory and become part of our permanent knowledge base. It is important to be clear about
the task involved and what type of learning is required to employ the task for that strategy to
be effective. There are strategies that can be used in the beginning, middle, and end of the
learning cycle in order to conceptualize the learning and build new knowledge.
• Beginning strategies: Anticipation guides and KWL charts. An anticipation guide is
similar to a pre-test. It allows the learner to look at questions before the concept is
taught, try to guess correct answers, and also to discuss or wonder what the lesson
will be about based on the anticipatory set of questions. A KWL (Know, Want to know,
Learn) chart is a table that allows students to write down what they know about a
topic and what they want to know about it. During or after the lesson cycle they fill in
the "L" section of the chart according to what they are learning.
• Middle strategies: Concept maps, sorting activities, classifying information, and note-
taking. Concept maps, also known as mind maps, are visual representations of
information. Another term for concept maps is graphic organizers, or thinking maps.
They can take the shape of tables, T-charts, Venn diagrams, bubble maps, timelines,
and tree maps (to branch off concepts into details). Sorting activities, or concept sorts,
are more hands-on and are usually prepared by the teacher ahead of time so that
students can categorize concepts using cards or strips of paper. Classification of
information, either by sorting or concept mapping, is effective because it supports the
development of schema in the brain so that further connections can be made.
Different methods of note-taking styles can be employed to organize information,
such as outlines or Cornell style notes.
• Ending strategies: Reflection questions, compare and contrast, completing the "L"
section of the KWL chart, drawing a picture, or talking to a partner about what they
learned. Learners can also choose a product to display what they learned, such as a
poster or a pamphlet. There are limitless opportunities to formatively assess whether
a new concept or skill has been learned. Creating a product is a way for the learner to
cement their learning in a way that makes sense to them.
 What is constructivism?
Constructivism is an important learning theory that educators use to help their students
learn. Constructivism is based on the idea that people actively construct or make their own
knowledge, and that reality is determined by your experiences as a learner. Basically, learners
use their previous knowledge as a foundation and build on it with new things that they
learn. So everyone's individual experiences make their learning unique to them.
Constructivism is crucial to understand as an educator because it influences the way all of
your students learn. Teachers and instructors that understand the constructivist learning
theory understand that their students bring their own unique experiences to the classroom
every day. Their background and previous knowledge impacts how they are able to learn.
Educators are able to use constructivist learning theory to help their students understand
their previous knowledge. If you’re a current or aspiring educator, it’s important to get
the education and credentials you need. But it’s also important to understand learning
theories and how they impact you and your students. This guide will tell you more about the
constructivist learning theory and how it helps you as a teacher.

Principles of constructivism.
There are many specific elements and principles of constructivism that shape the way the
theory works and applies to students. Learn about the different principles of constructivism
and how they make up the whole theory.
• Knowledge is constructed. This is the basic principle, meaning that knowledge is built upon
other knowledge. Students take pieces and put them together in their own unique way,
building something different than what another student will build. The student’s previous
knowledge, experiences, beliefs, and insights are all important foundations for their
continued learning.
• People learn to learn, as they learn. Learning involves constructing meaning and systems of
meaning. For example, if a student is learning the chronology of dates for a series of historical
events, at the same time they are learning the meaning of chronology. If a student is writing
a paper about history, they are also learning principles of grammar and writing as well. Each
thing we learn gives us a better understanding of other things in the future.
• Learning is an active process. Learning involves sensory input to construct meaning. The
learner needs to do something in order to learn, it’s not a passive activity. Learners need to
engage in the world so they are actively involved in their own learning and development. You
can’t just sit and expect to be told things and learn, you need to engage in discussions,
reading, activities, etc.
• Learning is a social activity. Learning is directly associated to our connection with other
people. Our teachers, our family, or peers, and our acquaintances impact our learning.
Educators are more likely to be successful as they understand that peer involvement is key in
learning. Isolating learnings isn’t the best way to help students learn and grow together.
Progressive education recognizes that social interaction is key to learning and they use
conversation, interaction, and group applications to help students retain their knowledge.
• Learning is contextual. Students don’t learn isolated facts and theories separate from the rest
of our lives—we learn in ways connected to things we already know, what we believe, and
more. The things we learn and the points we tend to remember are connected to the things
going on around us.
• Knowledge is personal. Because constructivism is based on your own experiences and beliefs,
knowledge becomes a personal affair. Each person will have their own prior knowledge and
 experiences to bring to the table. So the way and things people learn and gain from education
will all be very different.
• Learning exists in the mind. Hands-on experiences and physical actions are necessary for
learning, but those elements aren’t enough. Engaging the mind is key to successful learning.
Learning needs to involve activities for the minds, not just our hands. Mental experiences are
needed for retaining knowledge.
• Motivation is key to learning. Students are unable to learn if they are unmotivated. Educators
need to have ways to engage and motivate learners to activate their minds and help them be
excited about education. Without motivation, it’s difficult for learners to reach into their past
experience and make connections for new learning.

Constructivism in education.
It’s important to understand how teachers can apply constructivism inside their classroom to
create a unique learning environment for students. In constructivist classrooms, the teacher
has a role to create a collaborative environment where students are actively involved in their
own learning. Teachers are more facilitators of learning than actual instructors. Teachers
must work to understand the preexisting conceptions and understanding of students, then
work to incorporate knowledge within those areas. Teachers will also need to adjust their
teaching to match the learner’s level of understanding.
Constructivist classrooms rely on four key areas to be successful:
• Shared knowledge between teachers and students.
• Shared authority between teachers and students.
• Teachers act as a guide or facilitator.
• Learning groups consist of small numbers of students.
Constructivist classrooms are often very different from normal classrooms in many ways.
Constructivist classrooms focus on student questions and interests, they build on what
students already know, they focus on interactive learning and are student-centered, teachers
have a dialogue with students to help them construct their own knowledge, they root in
negotiation, and students work primarily in groups.
Constructivist classrooms often have teachers who do small group work, collaborative and
interactive activities, and open dialogues about what students need in order to find success.